Current State of Medical Education in India: A Perspective

Garg, Seema; Chandra, Nilesh; Mehndiratta, Mohit; Puri, Dinesh

doi:10.5005/jp-journals-10054-0075

Cited by 1 publication

(1 citation statement)

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“…In adopting such a design, the developers of the program were experimenting with a philosophy that departs radically from the traditional teaching–learning template in India, which is centered around an authoritarian “guru,” a hierarchical teacher–learner relationship in which knowledge is received, compliance expected, and theoretical mastery encouraged through rote memorization (Batra, 2013; Gupta, 2006; Heslop, 2014; Sarangapani, 2014). Our results may serve as evidence to strengthen growing calls across disciplines for a transition to learner-centered andragogy in higher education and professional courses in India (Chandra, Mehndiratta, Garg, & Puri, 2018; Goel & Kumar, 2018; Kapur, 2016; Kundra & Cherian, 2014; Mani, Danasekaran, & Ramasamy, 2014; Muduli, Kaura, & Quazi, 2018; Mundhe & Herkal, 2013; Panda, 2015; Shahi, 2016; Shitole, 2018) and similar cultures with predominantly hierarchical educational systems (Kim, 2005).…”

Section: Discussionsupporting

confidence: 58%

What works and how: Adult learner perspectives on an autism intervention training program in India

Duggal

Dua

Chokhani³

et al. 2019

Autism

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A significant treatment gap exists in low and middle income countries such as India for children with autism spectrum disorder. The Autism Intervention Training Program, a comprehensive 6-month program for training professionals in transdisciplinary evidence-based practices to address concerns associated with autism spectrum disorder, was piloted in India to address this gap. This study attempted to capture the perspectives of trainees on the effectiveness of andragogical approaches adopted in the Autism Intervention Training Program and the impact of this training on their work. An exploratory qualitative study was conceptualized, and in-depth interviews were conducted with 11 Autism Intervention Training Program trainees. Trainees highlighted the benefits of a blended training format, peer learning, and a responsive, reflective, experiential, and respectful approach to teaching and supervision. The impact of the program was perceived through an increase in trainees’ knowledge and skills, impact on their organizations, and positive outcomes for children with autism spectrum disorder and their families. There is a need to develop and document comprehensive, contextualized, and evidence-based training programs for autism spectrum disorder professionals in low and middle income countries. Focusing on andragogical frameworks while conceptualizing and delivering these training programs is underscored, as approaches that promote self-efficacy in learners and enable transformative learning can lead to a cascading impact in resource-constrained settings.

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